Sökning: "knowledge emphases"

Visar resultat 1 - 5 av 11 avhandlingar innehållade orden knowledge emphases.

  1. 1. Sharing lived experience : How upper secondary school chemistry teachers and students use narratives to make chemistry more meaningful

    Författare :Agneta Boström; Per Olof Wickman; Russell Tytler; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Chemistry; cognition; Dewey; knowledge emphases; learning; meaning-making; narrative; narrative inquiry; pedagogical content knowledge; post-modernity; pragmatism; science education; teaching; the content of science; Subject didactics; Ämnesdidaktik;

    Sammanfattning : This dissertation concerns the place of teachers’ and students’ narratives in making school chemistry more meaningful to students. The material was collected at upper secondary school courses and consists of interviews with six experienced chemistry teachers, five adult students attending evening classes and six younger students. LÄS MER

  3. 2. Your monument our schrine : The preservation of Great Zimbabwe

    Författare :Webber Ndoro; Uppsala universitet; []
    Nyckelord :HUMANIORA; HUMANITIES; Archaeology; Archaeological- and cultural heritage management; preservation and presentation; cultural landscape; Great Zimbabwe; national shrines; cultural significances; local and indigenous knowledge; cultural values; Arkeologi; Archaeology subjects; Arkeologiämnen; arkeologi; Archaeology;

    Sammanfattning : Cultural heritage management in African and in other non-western societies, has mainly been concerned with the preservation and presentation of archaeological monuments primarily from a technical point of view. In Zimbabwe the emphasis has been on the preservation of spectacular monumental architectural places like Great Zimbabwe. LÄS MER

  4. 3. History education as content, methods or orientation? : a study of curriculum prescriptions, teacher-made tasks and student strategies

    Författare :David Rosenlund; Malmö högskola; []
    Nyckelord :Historical thinking; Contextualization; Assessment; Temporal orientation; Epistemology;

    Sammanfattning : Historical content, historical methods and historical orientation are three aspects that may be included in history education. This study first examines the emphases which are included in formal curricula texts and then those which are included in teacher-made tasks. LÄS MER

  5. 4. To know a subject - Teachers' views about the subject of technology : How the subject of technology is described and approached by teachers in the lower secondary school

    Författare :Birgit Fahrman; Inga-Britt Skogh; Lena Gumaelius; Per Norström; Kilbrink Nina; KTH; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Technology education; experienced technology teachers; novice technology teachers; compulsory school; Teknikvetenskapens lärande och kommunikation; Education and Communication in the Technological Sciences; Teknik och lärande; Technology and Learning;

    Sammanfattning : For teaching to be successful, teachers must be well-educated and have knowledge in many different fields. With a combination of solid subject knowledge, good teaching skills and the ability to balance these qualities, teachers can support students’ learning. LÄS MER

  7. 5. Teaching and Learning Historical Explanation : Teacher and Student Cases from Lower and Upper Secondary History

    Författare :Joakim Wendell; Johan Samuelsson; Martin Stolare; Thomas Nygren; Karlstads universitet; []
    Nyckelord :HUMANIORA; HUMANITIES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; history education; historical explanation; causation; cause and consequence; explanatory progression; historical thinking; use of history; History; Historia;

    Sammanfattning : The purpose of this thesis is to investigate and analyse how teachers and students understand the concept of historical explanation in the context of classroom teaching practices. The thesis is made up of four studies that investigate different aspects of understanding, focusing on either teacher or student understanding as expressed in words and actions. LÄS MER